May 1927
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to keep many of the Lord’s commands, but not all of them. We want wine, but He enjoins us to draw water; we do not desire the labor of filling the pots ; it is not really necessary to bear the burden on our shoulders ; and so on. And then we complain that we have no wine ; that He works no miracle for us ; that our life is poverty stricken, thirsfy, unsatisfied. The failure is not in Him, for He never fails, but in us : had we done whatsoever He commanded, we should have had blessing beyond the dreams of all our avarice. His commands are never capricious : He does ■not lay a burden upon us for the sake of making us carry it. All His purposes concerning us are love, but those purposes can only be fully worked out with the cooperation of our own willing and obedient hearts. “THE beauty of Scripture,” says the gréât Reformer, “con sists in pronouns.” No greater illustration ,of the truth of that Statement could be imagined than is found in these two words of Holy Writ. The declaration that ChrisV is a Saviour may be Good News, but there is no personal blessedness in it for the individual sinner until he has learned to call Him "M.y .Saviour.” We may be intellectually conversant with all the riches of His glory and His grace, but the mère knowledge will do nothing to mitigate our poverty and our weakness; we must first appropriate them to 'ourselvés. There may be millions of money in the Bank of England, yet I am none the richer if I may not draw a check thereon. Men and women who; believe in Christ as the Redeemer of the world, but do not lay hold on His salvation for them selves, are like starving beggars contemplating a rich feast through a plate glass window ; their admiration may be excited, ■but their hunger is unappeased. We should never rest until we can say: "My Saviour;” nor need we, for it is true: apathy or Unbelief may rob ùs of the blessing, but the fact remains. “Who soever will, may come,” “Him that cometh unto me, I will in no wise cast out.” The invitation and the promise form a Charter of Salvation for every sinful soul, in which, though he may rage horribly, Satan can find no flaw. The fault will be our .own if it is ineffectual for us. THE Gospel to the world is that there is a Saviour; to me it is that He is my Saviour. If I accept that message, what will be the scope and the character of the salvation which I shall experience in Him? ‘The only answer to this question is a per fect—all-comprehensive—statement of the sinner’s need. For man’s necessity and Christ’s salvation are exactly co-extensive; the one covers the other just as “the waters cover the sea.” It is a mistake to limit the “salvation of God” to things that are merely spiritual or eternal. Christ came, not to save “souls”— as. souls—but men. The salvation of the soul from the eternal consequence of sin is but the preliminary process, affording both the possibility and the foundation of all the manifold deliver ances which are to follow. Body, soul, and spirit; time and eternity; all that.concerns our relationship to this world and the next—these form the area over which the fall has wrought its sad havoc; in all of these, therefore, we may expect to experience the saving power of Christ. From the prick of a thorn in the finger to the anguish of a broken heart, there is nothing that does not concern Him “Who loved us and gave Himself for us.” In Him, God is “able to supply ALL our need; and His ability is -not wider than His will. M ay 25. “My Saviour.”—Luke 1:47,, . M ay 26. “A Saviour.WsjLuke 2:11.
Useful “Best” Books for Sunday School Workers
The Adult Program in the Church School B y C h arles W . B rew b ak er A b o o k of h elp fu l su g g e s tio n s, id eal a s a te x t b o o k o r fo r g en eral re ad in g fu rn ish ed b y a p ro v e d a n d su ccessfu l w o rk er in th is field of S u n d ay S chool a c tiv itie s , a n d d esig n ed fo r th e p ra c tic a l a id of s u p e r in te n d e n ts, te a c h e rs, le ad ers a n d o th e r m em b ers of a d u lt sch o o l o rg a n iz a tio n s. C lo th $1.25 T h e lig h t o f sa c re d s to ry is illu m in a te d b y ch alk . T h e b o o k fu rn ish es o n e h u n d red a n d tw e n ty s tr ik in g d raw in g s a n d clev er o u tlin es fo r ch a lk ta lk s. E a ch d ra w in g h a s B ib lical q u o ta tio n s a n d refere n ces illu s tr a tin g th e le sso n to b e ta u g h t. T h e m e th o d is v e ry u n iq u e a n d so sim p le th a t a n y o n e ca n m ak e th e p ic tu re s . It is su re to b e w elcom e to all su p e rin te n d e n ts , te a c h e rs, p a s to rs a n d p u b lic sp eak ers. A sp len d id co m p an io n b o o k to “R a p id H an d D raw in g .” P a p e r 75c Outline Chalk Talks B y P . E . H o ld c ra ft
A Bible School Vision B y P . H . W e lsh im e r A m a n u a l o f •in s tru c tio n fo r s u p e rin te n d e n ts, te a c h e rs, o f ficers a n d a d u lt cla sse s. T h is b o o k d eals w ith th e p rin c ip le s o f m a n ag em e n t a n d th e p r a c tic e o f m e th o d s. E v e ry line is b a c k e d b y th e a u th o rity of e x p e rt ex p erien ces. In n in e te e n y e a rs th e m in is te r-s u p e r in te n d e n t a u th o r h a s b u ilt up th e w o rld ’s b ig g e st sch o o l a t C an to n , O hio. C lo th 50c B y L . O . B row n T e a c h e rs a n d sp e a k e rs w ill h ail th is b o o k , w h ich sh o w s how su c h o b je c ts a s a m a n in a b o a t, a c h a in , a flow er, a b ird o r a ca n d le m a y b e easily to rn fro m p a p e r. -T here a re tw e n ty -se v e n d iffe re n t lesso n s, ea ch of w h ich c o n ta in s d ia g ram s, in s tru c tio n s a n d a p h o to g ra p h of th e co m p leted a rtic le . T h e v a rio u s o b je cts to rn fro m p a p e r a re u se d to im p ress th e tr u th in th e g rad ed o r u n ifo rm le sso n s o r in a n y k in d o f o b je c t te ach in g . P a p e r 50c Paper Tearing
Bible Object Book
By C laren ce H. W oolston B y t e m p e r a m e n t a n d a b ilitie s t h a t h a v e b e e n d e v e lo p e d b y lo n g e x p e r ie n c e , D o c to r \ ^ o o l s t o n is e m in e n tly f itte d t o w r ite a b o o k f o r p r e a c h e r s a n d te a c h e r s w h o w o u ld w in c h i ld r e n to C h r is t. T h e m o r e t h a n h a l f a h u n d r e d o b j e c t le s s o n s d e s c r ib e d , s im p le a n d in e x p e n s iv e , a r e s u c h a s s h o u ld b e a t t h e c o m m a n d o f a n y te a c h e r o r p a s to r . C loth $1 .7 5
The Sunday School Transformed By L o u is E n tzm in g er In th e d ev elo p m en t o f th e S u n d ay sch o o l M r. E n tzm in g er h a s se c u re d a n a tio n a l re p u ta tio n a n d is re g a rd e d b y som e a s th e g re a te s t S u n d ay sch o o l m a n in A m erica. In h is th re e fo ld p ro g ra m o f re ac h in g , h o ld in g a n d sa v in g th e S u n d ay sch o o l co n stitu e n c y , h e h a s p ro v id e d fo r a need w h ich is fu lly a s g re a t a s te a c h e rs ’ tra in in g c la sse s a n d g rad ed le sso n s. A bove all, h is p la n of g e ttin g th e w h o le S u n d ay sch o o l to c h u rc h is n o t on ly th e so lu tio n of filling th e e m p ty s e a ts in th e ch u rc h , b u t a lso o f p ro v id in g a n a d e q u a te p ro g ra m o f w o rsh ip fo r th e ch ild . C lo th $1.50
You Can Learn to Teach
B y M a rg a re t S la tte ry A n ex cellen t b o o k d ealin g ' w ith th e elem en tal p re p a ra tio n o f th e te a c h e r. It se rv e s a n im p o rta n t p u rp o se in g rip p in g th e a tte n tio n of listle ss, d ull o r c o n fu sed re a d e rs, a n d g iv in g th e m a n im p u lse to co n tro l o th e rs th ro u g h th e m a ste ry of th em selv es. T h is b o o k is a n o u tg ro w th o r c o n su m m atio n o f th e “T a lk s to th e T ra in in g C la ss” w h ich firs t d rew a tte n tio n • to M iss S la tte ry ’s ta le n ts a s a te a c h e r- a t-la rg e . B est o f all, in h e r lu cid w ay sh e g en e ra lly h elps th e re a d e r to d isco v e r th e law s t h a t u n d erlie e d u c a tio n a l m ethods.. C lo th $1.35
The Small Sunday School: Its Plans and Work B y L . F. S en sab au g h It w o u ld b e d ifficu lt to im ag in e a p ra c tic a l p ro b le m th a t is lik ely to c o n fro n t officers a n d te a c h e rs w h ich is n o t in tellig en tly d isc u sse d a n d a h elp fu l so lu tio n o ffered . A .p a re fu l s tu d y of tn e b o o k w ill g iv e to all a la rg e r v isio n of u sefu ln e ss a n d a d ee p en in g sen se of re sp o n sib ility fo r th e s p iritu a l d ev elo p m en t or c h ild ren . T h e a u th o r’s p le a fo r “ th e v e ry b e s t in th e w o rsh ip of G od,’’ a n d in th e tra in in g o f o u r c h ild re n ,.s h o u ld n o t go u n h eed ed ; a n d h e is q u ite rig h t in say in g , S u n d ay school te a c h e rs h av e a g o ld en o p p o rtu n ity fo r serv ic e to G od a n d m an th a t is excelled o n ly b y th e p riv ileg e o f C h ristia n p a r e n t h o o d .” C lo th 6Qc
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B I O L A B O O K R O O M Bible Institute, Los Angeles, Cal.
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